The role of cognitive learning styles in improving EFL writing with feedback

What is it about?

Writing is one of the essential skills that foreign language learners should master. Written feedback is a practical way for teachers in China to provide feedback when teaching English writing. As a dimension of the learner factor, students' cognitive learning styles may influence their performance in developing writing skills and their reaction to teachers' written feedback. This research investigates the effects of teachers' written feedback on English learners with different cognitive learning styles during an English writing course at a university in Beijing. Twenty-six students were recruited and divided into two groups according to their cognitive learning styles. Their essays were observed over a semester, and 13 of them received a follow-up interview. Analysis was based on observing and comparing their reactions to written feedback from the two groups. Students in the field-independent group tended to respond to the feedback with more personal reflection and acted on the feedback to solve more problems in their writing. This finding suggests that teachers can provide more appropriate feedback tailored to students' cognitive learning styles to help them improve their English writing.

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Photo by John on Unsplash

Photo by John on Unsplash

Why is it important?

Writing is one of the essential skills that foreign language learners should master. Written feedback is a practical way for teachers in China to provide feedback when teaching English writing. As a dimension of the learner factor, students' cognitive learning styles may influence their performance in developing writing skills and their reaction to teachers' written feedback. This research investigates the effects of teachers' written feedback on English learners with different cognitive learning styles during an English writing course at a university in Beijing. Twenty-six students were recruited and divided into two groups according to their cognitive learning styles. Their essays were observed over a semester, and 13 of them received a follow-up interview. Analysis was based on observing and comparing their reactions to written feedback from the two groups. Students in the field-independent group tended to respond to the feedback with more personal reflection and acted on the feedback to solve more problems in their writing. This finding suggests that teachers can provide more appropriate feedback tailored to students' cognitive learning styles to help them improve their English writing.

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